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Toy Story 5 will be released in cinemas this Thursday. The latest instalment of the film franchise addresses a dilemma many parents face: what happens to playtime when children become obsessed with screens?

The original Toy Story movie was released in 1995. The generation of viewers who grew up with toys Woody, Buzz and Jessie are now parents themselves.

The latest film introduces a new character – Lilypad (a tablet) . Eight-year-old Bonnie becomes obsessed with Lilypad and screen time at the expense of her old toys. As Jessie laments, “I’m losing Bonnie to this device”.

I’m an early childhood researcher with a focus on both digital technology and play. While Toy Story 5 might seem like a cautionary tale, perhaps the time has passed for an either/or debate about technology in children’s lives.

Technology is all around children, at both home and school and in communities. We need to find ways to combine the traditional with digital to create valuable play opportunities.

This means we don’t have to think of play as “tech vs traditional” toys.

Old school toys

When we think of toys we traditionally think of two kinds.

They can be self-created from found items at home or outside, such as sticks, rocks or a cardboard box.

Children can transform these ordinary items as they use their imaginations. This may be a stick that holds special powers, or a rock that becomes a pet. Or like a character introduced in Toy Story 4, Forky, who was made with a spork and googly eyes.

Toys can also be items specifically intended to be a toy, such as a car, dolls, dress ups or blocks. These more “traditional” toys activate children’s physical engagement as they push, pull, build, and manipulate objects. They also help children pretend – for example, driving a car around a town play mat, or hosting a tea party. This helps them understand daily life.

Children decide what the toy becomes, how it is used, the story that unfolds, and the problems that need solving.

But we know these kinds of toys are not the whole story in our modern world. The United Nations’ children’s agency UNICEF has advocated for all children to have access to safe, appropriate digital technologies so they are not left behind their peers in terms of skills, culture and development.

iPads and other devices

Children have been exposed to digital toys since the arrival of computer games in the 1970s. Toy Story 2 even introduced the idea of video games. Buzz’s character could run, jump, use his wings to double-jump, spin and activate his wrist laser in his virtual battle of enemies.

But access become much more widespread with the rise of smartphones and tablets over the past 15 years. Children can use digital devices to play games, watch videos and programs and talk to each other. Some toys also mix both worlds – for example, a virtual pet that needs “feeding” and “daily care”.

This can potentially expand children’s play and enhance their social, storytelling and problem solving skills – depending on what they are playing.

But families will likely be familiar with potential risks around too much time on screens. These include possible impacts on physical, behavioural and mental health.

A balanced approach

It is important for children to have a range of play experiences. For example, time spent inside and outside, movement and quiet time, imaginative play and games with rules, solo play and play with others.

Research shows children can move fluidly between digital and non-digital worlds and create a blended play universe.

We can also view tech and traditional toys in this way. It’s not a question of one or the other, but a balanced, thoughtful mix of the two.

How can families handle toys and tech?

There are three practical things families can do to support their child’s play across both traditional toys and their tech counterparts.

1. Use them in combination

You can use a screen to extend other forms of play, rather than replace it.

For example, a child might be interested in a worm they notice in the garden and use an iPad or your smart phone to find out more about it. When they are looking up “backyard worms” they might discover other types of worms to try and find in the garden.

In this way, digital and non-digital toys can not only coexist, but strengthen each other.

2. What type of game is being played?

Not all toys – digital or physical – are created equal. Well-designed digital toys and resources avoid overstimulation and encourage problem-solving, collaboration and storytelling.

In Toy Story 5, Lilypad introduces Bonnie to online puzzles and games and virtual chat rooms. It is important to ensure children to play with toys that encourage their imagination rather than prescribing the play. We want children to be in control of their play and how they interact with their toys.

One example could be children designing bridges using real Lego, with online help of a an engineer.

3. Keep it social

Social interactions – with parents and caregivers, siblings and peers – are crucial for children. So, the benefits of play are enhanced when it involves conversations, working together and shared experiences.

Adults should look for invitations to join children’s play. Talk with children about what they are doing, get to know what they are interested in playing, and take time to explore playful opportunities.

Also look for opportunities to involve in-person interactions into digital play. For example, playing video games with family or friends to build real-life connections.

Lisa Kervin is affiliated with the ARC Centre of Excellence for the Digital Child and is a board member for Early Childhood Australia